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Effective Learning and Teaching in Engineering / Edition 1
     

Effective Learning and Teaching in Engineering / Edition 1

by Caroline Baillie, Ivan Moore
 

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ISBN-10: 0415334896

ISBN-13: 9780415334891

Pub. Date: 10/28/2004

Publisher: Taylor & Francis

Written to meet the need of teachers, lecturers and tutors at all stages in their career, this is the authoritative handbook for anyone wanting to and understanding the key issues, best practices and new developments in the world of engineering education and training.
The book is divided into sections which analyse what students should be learning, how they

Overview

Written to meet the need of teachers, lecturers and tutors at all stages in their career, this is the authoritative handbook for anyone wanting to and understanding the key issues, best practices and new developments in the world of engineering education and training.
The book is divided into sections which analyse what students should be learning, how they learn, and how the teaching and learning process and your own practice can be improved.
With contributions from experts around the world and a wealth of innovative case study material, this book is an essential purchase for anyone teaching engineering today.
The 'Effective Learning and Teaching in Higher Education'series deals with improving practice in higher education. Each title is written to meet the needs of those seeking professional accreditation and wishing to keep themselves up to date professionally.

Product Details

ISBN-13:
9780415334891
Publisher:
Taylor & Francis
Publication date:
10/28/2004
Series:
Effective Learning and Teaching in Higher Education Series
Pages:
240
Product dimensions:
6.25(w) x 9.25(h) x 0.51(d)

Table of Contents

List of illustrationsviii
Notes on contributorsix
Introduction: reflecting on effective learning and teaching in engineering education1
References6
Part 1Why do students learn what they learn?7
1Engineering education and the pedagogy of awareness9
Introduction9
Background10
A relational view of learning and teaching11
Teaching threshold concepts13
Finding out what is learned16
Fostering meaningful approaches to learning17
Constituting the whole19
Conclusion21
Notes22
References22
Part 2What do we want students to learn?25
2What outcome is engineering education trying to achieve?27
Introduction27
A definition of engineering27
Input standards and quality28
Other factors28
The EPC output standards project29
The outcomes29
The stakeholders' views31
Conclusions: what has been achieved32
Appendix33
Recommended further reading35
3Capabilities-driven curriculum design36
Introduction36
Capabilities-focused versus content-focused curriculum design38
The concept of 'knowledge capability'40
Capability theory41
Levels of capability outcome in various situations42
Water quality engineer - an example of integration44
How do we implement capabilities-driven curricula?45
References47
Part 3How can we help students learn?49
4Case studies in engineering51
What are case studies?51
Why use case studies?52
Typical case study formats53
Methods for developing case studies58
How to use case studies to develop skills62
Assessment methods66
Evaluation67
Common pitfalls68
References70
5Effective engineering education at a distance - a guide for the curious72
Introduction72
What do we mean by engineering?72
What do we mean by open and distance education?73
Can engineering be learned through open and distance education?76
The style and structure of this chapter77
Before you decide to develop the course...77
A systematic course design process79
Producing the course materials87
Planning the course operation88
Conclusions87
References88
Recommended further reading88
6Widening access - flexible and work-based learning89
Introduction89
Understanding the student's background90
Work-based learning93
Note99
References99
7A holistic approach to mathematics support for engineering100
Setting the scene100
Teaching mathematics within an engineering context101
Supporting student learning110
Mathematics and engineering - developments117
Acknowledgements120
References120
8Technology in support of learning122
Introduction122
Conversational model for teaching and learning123
Other factors in teaching and learning124
EASEIT-Eng: information on the use of technology in UK engineering courses125
Technology-based learning materials125
Use of technology in delivering learning materials134
Final comments137
Note137
References137
9A critical look at innovative practice from the student perspective139
Innovative practice in a chemical engineering course139
The importance of exploring student perceptions of the course144
Students' experiences of the course145
Lessons for would-be innovative engineering educators152
References154
10The emergence of studio courses - an example of interactive learning156
Introduction156
The studio concept157
Chemistry of Materials160
Summary167
References167
Part 4How can assessment help student learning?169
11Personal Development Planning and portfolio building - introducing undergraduates to the processes of professional development171
Introduction171
PDP - what is it?173
PDP - why?175
PDP - the experience176
PDP - the lessons179
PDP - outstanding issues181
PDP - the engineering perspective182
References183
Part 5Leading the change185
12Integrated Learning: one university's approach to change187
Introduction187
Integrated Learning190
The Integrated Learning Centre191
Staffing193
Changing the curriculum: managing the transition from conventional delivery to Integrated Learning194
Integration and analysis196
Summing up197
Acknowledgement198
References198
Part 6Reflecting on reflecting201
13Beyond reflection - where next for curricula which concentrate on abilities?203
Introduction203
Outline204
Defining reflection205
Process analysis205
Self-evaluation207
Critical incident analysis210
Open-ended reflection212
Serendipity214
Facilitating reflections214
The implications for our curricula - and teaching - in the future217
References218
Index220

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